The effects of a social skills group on students diagnosed with Attention Deficit Hyperactivity Disorder.

Abstract

A social skills intervention program was implemented for 5 boys and 1 girl, aged 7-9, with Attention Deficit Hyperactivity Disorder. This intervention was comprised of two weekly sessions focusing on targeted skills like joining a group, solving problems, following rules and sharing. Half of the six students were on medication for ADHD and the other half were not on medication. Students were given a baseline interview and blind observation within social settings. All subjects showed improvement in social skill ratings within the classroom and within specific areas. Changes were valid and teachers and students viewed the social skills interventions very positively.